Contextualized Differentiated Instruction in Virtual Language Classrooms

Abstract

This study investigated the senior high school language teachers’ understanding and use of differentiated instruction in virtual language classrooms focusing on Content, Process, and Product domains, leading to the development of a digitized primer. Using Concurrent mixed method, both QUAN (teacher survey) and QUAL (focus group discussions) data were collected and analyzed. QUAN findings revealed that virtual language teachers have high understanding of differentiated instruction and consistently used it. Seven themes emerged from the transformed QUAN data, including across curriculum in teaching, responsive teaching, promoting flexible classroom, personalized instruction, adaptive learning. layered curriculum, and authentic learning experiences. QUAL findings identified nine emergent themes, including understanding DI as tailoring instruction to students' needs, using layered curriculum, implementing varied strategies, and viewing DI as a product of professional development. Additionally, teachers used DI for ongoing assessment, flexible content delivery, flexible groupings, allowing student choice, and found DI both challenging and rewarding. Four integrated themes emerged from both QUAN and QUAL findings. These themes include cross-curriculum instruction, modifying curriculum, respectful differentiation, and fostering ownership of learning. The study implied that virtual language teachers integrate curriculum across subjects for deeper learning. It concluded that content, process, and product domains can be varied in virtual language classrooms. The study recommended that there should be a compendium of teaching strategies on DI with sample lesson exemplars which can be accessed digitally.